1. Welcome to today’s teaching and learning conversation with Rod Cullen and Calum Thomson While we are waiting to start please take the opportunity to run through the Audio Setup Wizard (one last time ) 1.Click “Meeting” (top left) 2.Select the Audio Setup Wizard option 3.Follow on-screen instructions 4.Let us know if you are having a problem by typing “Help” into the Chat box and we’ll see what we can do Important Note At this point you may be able to hear and see Rod and Calum in the video pod but not any of the other participants or yourself. We have done this on purpose. Please bear with us while we get organised and take the time to run the audio set up wizard again. Don’t plan to present, plan to engage: Making the most of web conferencing technologies for online learning and teaching Tuesday 29 th September 2014

2. We are about to start recording the webinar. Please note that we make TLC recordings publicly available at: https://tlcwebinars.wordpress.com/tlc- archive/https://tlcwebinars.wordpress.com/tlc- archive/

3. Teaching and Learning Conversations https://tlcwebinars.wordpress.com/ Don’t plan to present, plan to engage: MAKING THE MOST OF WEB CONFERENCING TECHNOLOGIES FOR ONLINE LEARNING AND TEACHING DR ROD CULLENCALUM THOMSON

4. Webinar Outline Teaching and Learning Conversations 2015/16 Why do webinars become passive experiences Creating effective learning spaces The art of asking questions and getting responses What we haven’t covered yet Future TLCs Topics and Formats Getting involved RC

5. https://tlcwebinars.wordpress.com/ TLCs 2015-16 RC

6. Web conferencing technologies Rapidly evolving Incorporate a range of complimentary tools enable multiple users to interact with one another including: text based chat tools; voting/polling tools; interactive whiteboards; document and application sharing; audio and video communications. As early as 2005, Foreman and Jenkins described such full-featured web conferencing systems as the “best virtual classrooms deployed to date”. RC

7. Webinars Commonly considered to be shorthand for “web-based seminar” “… a live online educational presentation during which participating viewers can submit questions and comments” Merriam-Webster's Dictionary (1998) via Lustig (2008). “Webinars are live, interactive teaching and learning activities (seminars, tutorials, workshops, lectures, etc) delivered via a full- featured web conferencing system.” Cullen & Thomson (2013) CT

8. Teaching and Learning Conversations https://tlcwebinars.wordpress.com/ Pause for thought! RC

9. Activity 1: Why do webinars become passive? 5 minutes: Have a think and type your thoughts into the chat box RC

10. Our own thoughts Because we plan and design then that way Conference style research dissemination events Because VC it is primarily perceived as a presentation tool Presenters lack of experience/knowledge of the web conferencing toolkit Presenters lack of confidence in their technical skills Challenges of multi-tasking (working alone) Presenters transfer poor teaching practice from the classroom to the webinar environment – comfort blanket Presenters wish to maintain control over timing Concerns over participant skills CT

11. Activity 1: continued… Any additional thoughts, reflections or questions on “Why webinars become passive?” or the activity itself? Answers in the chat box please CT

12. Activity 2: Creating an effective learning space 1. Who has participated in a TLC before? Use the status tool to “Agree” or “Disagree” 2. Who has participated in any kind of webinar before? Choose a response from the options in the poll 3. Where in the world are you? RC CT

13. Where in the World? Choose a penPick a colourSet the size Point and click to mark where you are!

14. Your ideas for creating an effective learning space? Add your ideas, thoughts, reflections to the Free text poll Add questions and comments to the chat tool and/or raise your hand if you would like us to enable your microphone RC

15. Activity 3: The art of asking questions and getting responses Topic: Should we have a booking system for future TLCs? 1. Anonymous Poll - Would it have been useful to receive an email reminder (including joining instructions) about today’s TLC? 2. Free Text poll - As a participant do you think there are any disadvantages to asking you to book onto TLCs? 3. Chat box and/or audio - Should we decide to implement a booking system does anyone have any thoughts on what we might use? CT RC

16. Thoughts, reflections and ideas on Q & A Contributions in the chat box or raise your hand if you would like to speak RC

17. Summing up Always ask yourself “What are the participants doing?” Aim to create an effective learning spare Use questions for more that testing factual recall The 20 minute rule Scratched the surface Breakout rooms Extending learning beyond the webinar Triggers for discussion/activities e.g. video, scenarios And much, much more! Incredibly exciting area in relation to online blended and fully online distance learning. Recommendation RC

18. Last activity Please share any ideas you have for 1.Topics of future TLCs 2.Formats for future TLCs Answers into the free text polls please

19. And Finally Debate Format: “Is there a role for badges in Higher Education” National Teaching Fellow Chrissi Nerantzi Professor Ale Armellini Details blogged on TLC site and shared via lists and social media Next Please get involved Contact Rod, Ale and Calum https://tlcwebinars.wordpress.co m/about/20152016-2/ Ideas for TLC topics and formats If you would like to deliver a TLC (Especially if you have not done so before)

20. Teaching and Learning Conversations https://tlcwebinars.wordpress.com/ Just in case section

21. Participant Guide

22. Dr W. Rod Cullen

23. Teaching and Learning Conversations https://tlcwebinars.wordpress.com/ Emerging practice with webinars for blended and online learning CALUM THOMSON (UNIVERSITY OF SALFORD) C.J.M.THOMSON@SALFORD.AC.UK DR W. ROD CULLEN (MANCHESTER METROPOLITAN UNIVERSITY) R.CULLEN@MMU.AC.UK

24. Webinars Commonly considered to be shorthand for “web-based seminar” “… a live online educational presentation during which participating viewers can submit questions and comments” Merriam-Webster's Dictionary (1998) via Lustig (2008). “Webinars are live, interactive teaching and learning activities (seminars, tutorials, workshops, lectures, etc) delivered via a full- featured web conferencing system.” Cullen & Thomson (2013)

25. Kahoot Survey 1 Disclaimer: During this session I would like to ask some questions using Kahoot to gather response. When you go to Kahoot.it you will be asked for a code. This will be release before the first question. After you enter the code you will be asked to enter a ‘nickname’ which will be both displayed on the projector and attached to responses. I would like to use your responses to these questions in an ongoing piece of research into webinar use. If you wish your responses to be anonymous, enter an unidentifiable nickname. If you don’t want your responses used as part of the research, place an ‘x’ at the start of your nickname and these responses will be omitted.

26. No institutional web conferencing provision Lots of interest and requests to CELT Very limited Expertise Pilot use in MMUBS Pilot MMU webinar series Evaluation Flexibility ◦Time ◦Place Organisation ◦Team Teaching MMU 2012 Interactivity – Document & Screen sharing – Chat – Polling http://www.celt.mmu.ac.uk/ltia/Vol9Iss2/1_cullen_thomson.pdf

27. State of Play 2015 Institutionally managed (IT Services), on request licence procurement for Adobe Connect Specific MMU URL http://mmu.adobeconnect.com http://mmu.adobeconnect.com Currently 22 host licences Institutionally managed service using Blackboard Collaborate. Enabled through the VLE. Access for all staff. Similar take up to MMU.

28. Semi-structured, one-to-one interviews with current webinar users: MMU (12) / Salford (2). Planning Pre-session activities Staff development Delivery Evaluation activities Transcription followed by thematic analysis of each of these key areas. What are the barriers & enablers to webinar use? How is it being used as a teaching and learning tool and what are the techniques? How are colleagues evaluating experiences and is there any emerging best practice? What did we do?

29. School / Faculty Academics TEL Champs PGCAP Academics CELT Staff IT Services Staff Who did we talk to?

30. Common Teaching Use “I use Skype for one to one sessions, but that’s revision and support, not really webinar stuff. But it seems to work.” “They’re on industrial placements and they come back in September. So half the course takes place while they’re away from the university via Google Hangout.” “About 5 people couldn’t make it in and they were able to sort of take part because I sat in front of the screen and they were literally a face amongst all the other people.” “The first week is face to face, then it’s all webinars. There’s their portfolio and blog they have to develop, but as far as my contact goes, it’s YouTube and Collaborate only.”

31. “its a bit like running a radio show, where you read the requests!” “Make sure your slides are all set and have space for interactive elements, quizzes, polls, that kind of thing.” “Have an agenda, puts timings on it. It's really great when people start running with the topic, but you need to be able to cut that off, you need to have key things you to get through.” Planning

33. “I asked them to join a hangout. Just to say hello one evening. Its from Gilly Salmons 5 steps, access and motivation and online socialisation.” 1)Offer induction materials and support for initial access. 2)Identify and approach confident participants to support others, use the community. 3)Begin with a low stakes activity, allow a session just to experience the activities. “We ran a F2F induction session and online orientation session at the start of the course. We explained the technology and equipment involved, and then ran a low risk session not related to actual teaching.” Preparing Staff and Participants “I found some of them had used it before, so if others had technical issues I encourage them to ask each other on Google+.”

34. “Make sure you get as much involvement from those participating as possible. Don't see it as simply taking somebody through a series of information. It needs to be a two way process.” “If you're just going to transmit stuff, or even if you just want a synchronous interaction, then you could do this on YouTube with the comments and discussion there, but if you want dialogue, fresh dialogue, steaming heads and exchanges then use webinars for it. ” “If you deliver it in a way that it seems the participants aren’t there, its pretty likely that soon they won’t be. If it’s being recorded then there no reason not to just watch it at a more convenient time.” “If your asking a load of questions, and getting people to answer. Whether it's the learners, or an expert, that's maybe where webinars are really successful. For me, I found them least successful if I'm broadcasting a lecture, and there's no interaction..” Activities

35. Formal Institutional Surveys Focus Groups Observations (recorded) Responsive Observations (live) Reflective reports Back channel (Twitter / Chat) prompts “You could do some formal stuff, but I think the most important thing is to respond in real time to the situation and evaluate its effectives there and then, rather than review it at the end of term, or even evaluate it at the end of the week.” Evaluation Techniques “So really what I should've done is prepare a questionnaire at least that we could then have distributed people with set questions and then maybe some open questions as well.”

36. Move from planning to present, to planning to engage. Support access, motivation and online socialisation through low stakes initial activity. Deliver didactic content outside the webinar. Use the webinar time for interaction and dialogue. Evaluate in real time and be responsive. Overview of Recommendations

37. “The irony is that you think, well if I can do this in a webinar, then I can do this in the classroom. Less broadcast style lectures, more interactive engagement. So its actually changing and improving my classroom behaviour!”

38. If you are available for a chat about your responses, or to offer qualitative information, please send your Kahoot Nickname for this session + contact details to: c.j.m.thomson@salford.ac.uk @calum_thomson Follow up…

39. Calum Thomson – c.j.m.thomson@salford.ac.ukc.j.m.thomson@salford.ac.uk Rod Cullen - r.cullen@mmu.ac.ukr.cullen@mmu.ac.uk Questions? We have some for you…

40. http://vocaroo.com/i/s07kFxf65UZA Please paste your audio link